本研究旨在了解大學生個人思考風格與團隊互動時的領導風格、組織氣氛與團隊策略之關係。本研究採混合研究法，研究工具包含量化的問卷資料及質性的學生週記與訪談資料兩部分，所使用的問卷為Sternberg的心智自我管理理論（theory of mental self-government）提出的思考風格量表（Thinking Styles Inventory，TSI），作為測量學生思考風格之工具。研究者於每週授課時段進入課堂觀察小組互動之情形，時間為一學期，期末施予問卷並另約訪談時間了解團隊互動之過程，自願參與本研究之受測者共計七名，願意受訪者共計五名。研究結果顯示：
壹、具有學習型目標的團隊，學習目標的達成比追求團隊效率更為重要。
貳、思考風格、領導風格及團隊策略相搭配，使得團隊互動更為順利。
參、不同思考風格之人在互動中可能帶來正面影響，也可能造成彼此的壓力。

This study aims to understand the relationships between undergraduate student individual thinking styles and group interaction, with group interaction including leadership styles, organizational climate and group strategies. A mixed-method study was conducted by using the quantitative measure of a questionnaire and two qualitative measures of students’ weekly journals and interviews. Students’ thinking styles were evaluated by the Thinking Styles Inventory developed based on Sternberg’s theory of mental self-government. Student group interactions in a course lasting for one semester were observed every week. Semi-structured interviews were performed at the end of the semester to understand the process of group interaction. Results of both quantitative and qualitative data analyses revealed that:
1. A team with learning-centered goals would stress more on achieving those goals than on team efficiency.
2. Thinking styles, leadership styles and group strategies work together can make group interaction smooth.
3. People with different thinking styles can either bring positive effects or create stresses within group interaction.

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